Ensino de ciências na perspectiva da alfabetização científica : prática pedagógica no ciclo de alfabetização

Abstract

This research sought to understand whether and how teaching practices Sciences teaching organized by literacy teachers include aspects of Scientific Literacy. The research methodology involved procedures of observation and film literacy classes conducted in the literacy cycle. Videos classes were produced by participating teachers in the survey. Based on the analysis methodology called teaching cases (Nono and Mizukami, 2002, 2005, 2007) there was the interpretation of the empirical material which was interpreted and discussed from the theories of teaching Science and Scientific Literacy (Sasseron and Carvalho, 2008, 2011; Lorenzetti and Delizoicov, 2001; Cachapuz et al, 2011;Carvalho and Gil-Pérez, 2013; Moraes, 1995; Ward, 2010; Kindel, 2012; Penick, 1998), science, knowledge and learning (Santos 2007, 1999; Vygotsky, 2000) and pedagogical practice (Franco, 2012; Freire, 1967, 1981, 1996; Nóvoa, 2002; Meirieu, 2005). The review process was to identify and describe aspects that characterize the practices organized to develop the teaching and expertise in the area of Sciences, the forms proposed by the teachers for their development and how to practice management with the kids at school. The organization of conducted pedagogical practices, observation, relationship analysis, inference and proposition of hypotheses are elected as conceptual, attitudinal and procedural skills for science teaching from the perspective of Scientific Literacy. The survey results also indicate the need to expand the ways of introducing children from the early years, in Science teaching situations from the perspective of Scientific Literacy. It reaffirms the importance of specific training on the knowledge / science content, pointing to the need for continuing education. Itconsiders effective pedagogical practice that where there is sharing of knowledge between teacher and children.